Introduction Literature Review on PBL and One-to-One ComputingI. Literature Review Overview

A. First focused on the history of PBL and one to one computing.John Dewey-ConstructivismMarzano-essential standards and PBL

B. Then it focused on struggles that teachers encounter during the journey.

1. Donovan and Green- Teacher fears and concerns. Also, how technology is set up really matters. Specifically the combination of using PBL , one to one computing an good classroom management skills= success.

2. ACOT and ACOT2- stages of technology integration.Entry Learn the basics of using the new technology.

Adoption Use new technology to support traditional instruction.Adaptation Integrate new technology into traditional classroom practice. Here, they often focus on increased student productivity and engagement by using word processors, spreadsheets ,and

graphics tools. Appropriation Focus on cooperative, project-based, and

interdisciplinary work—incorporating the technology as needed and as one of many tools.

Invention Discover new uses for technology tools, for example, developing spreadsheet macros for teaching algebra or designing

projects that combine multiple technologiesC. Ways to avoid barriers and implement PBL and one to one

computing successfully.1. Jason Ravitz- Online guide to PBL and thee

buck institute2. Peggy Ertmer- 1st and 2nd order barriers to

one to one computing “ block busting strategies”.

i. Hurdles to implementing PBL ii. Case study of five teachers using PBL

D. Implications- This study will not only help teachers at the researchers site but help teachers all over the nation and world trying to implement PBL and one to one computing in their own classrooms.

II. Gaps: 1.Ravitz- created an online website/guidebook with advice for PBL and 1:1 computing but suggested content specific examples

2. Ertmer- More studies need to be done in regard to teachers in the beginning stages of the process. 3. ACOT2- more testimonies and content specific examples of the process of 1:1 computing.

III. Importance and Justifications: There is not enough studies done on the early process of becoming PBL and one to one computing proficient, or in specific content areas.

AcknowledgmentsI would like to thank the world language department for participating in the workshops and giving their input. Pamela Redmond and Susan Craig for all their support during the writing process of this paper. As well as my Napa cohort members for support and ideas. I would also like to thank Napa Learns for supporting my research.

Jessica Brecheisen

Graduate School of Education, Touro University – California

Literature cited in this posterACOT: Changing the conversation about teaching, learning, and technology: A report on 10

years of ACOT research (Rep. No. 1). (1995).  ACOT 2 : Apple classrooms of tomorrow-today: Learning in the 21st century background

information (Rep. No. 2). (2008). Retrieved from Apple Inc. website: http://ali.apple.com/acot2/.

 Donovan, L., & Green, T. (2010). One-to-one computing in teacher education: Faculty concerns and implication for teacher educators. Journal of Digital Learning in Teacher Education, 26(4), (140-148).

 Donovan, L., Green, T., & Hartley, K. (2010). An examination of one-to-one computing in the middle school: Does increased access bring about increased student engagement? Journal Educational Computing Research, 42(4), (423-441).

 Engel, G., & Green, T. (2011, March/ April). Cell phones in the classroom: Are we dialing up disaster? TechTrends, 55(2), (39-45).

 Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology, Research and Development, 47(4), (47-61).

 Ertmer, P. A., Glazewski, K. D., Jones, D., Ottenbreit-Leftwich, A., Goktas, Y., Collins, K., & Kocaman, A. (2009). Facilitating technology-enhanced problem-based learning(PBL) in the middle school classroom: An examination of how and why teachers adapt. Journal of Interactive Learning and Research, 20(1), (35-54).

 Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher, technology change: How knowledge, confidence, beliefs and culture Intersect. Journal of Research on Technology in Education, 42(3), (255-284).

 Ertmer, P. A., & Simons, K. D. (2006, Spring). Jumping the PBL implementation      hurdle: Supporting the efforts of k-12 teachers. The Interdisciplinary      Journal of Problem-based Learning, 1(1).

 Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, Viriginia USA: Association for Supervision and Curriculum Development.

 Ravitz, J., Mergendoller, J.,& Beryl Buck Inst. for Education, N.A. ( 2002). Teaching with Technology: A Statewide Professional Development Program. Evaluation Report. Retrieved from EBSCOhost.

 Ravitz, J., Mergendoller, J., Markham, T., Thorsen, C., Rice, K., Snelson, C., & ... Beryl Buck Inst. for Education, N. A. (2004). Online Professional Development for Project Based Learning: Pathways to Systematic Improvement. Beryl

Buck Institute for Education. Retrieved from EBSCOhost. Ravitz, J. (2010). Beyond changing culture in small high schools: Reform models and changing

instruction with project-based learning. Peabody Journal of Education, 85, (290-312). Schmoker, M., & Marzano, R. J. (1999). Realizing the Promise of Standards-Based Education.

Educational Leadership, 56(6), 17. Retrieved from EBSCOhost. Schuck, S., Aubusson, P., & Kearney, M. (2010). Web 2.0 in the classroom? Dilemmas and

opportunities inherent in adolescent web 2.0 engagement. Contemporary Issues in Technology and Teacher Education, 10(2), (234-246).

 

For further informationPlease contact jessica.bloom@.edu. More information on this and related projects can be obtained at http://jbrecheisen.pbworks.com/w/page/46264918/FrontPage

How to Become Project Based Learning and One-to-One Computing Proficient

I. Background and NeedA. New 21st Century Skills emergingB. PBL model emerging

Buck InstituteNew Technology Models

B. One To One Computing- ConstructivismC. Previous Research

Donovan and Green conducted a study on teachers fears in regard to PBL and 1:1 computing

D. Times are Changing but teachers aren’t necessarily readyonly 2 new teachers out of 116

II. Statement of The Problem

Times are changing in the 21st Century and Students need to learn to collaborate, think critically, communicate well with others and be creative to meet the new demands in the workforce. The answer: PBL and one to one computing allow teachers and students to meet these 21st Century goals.

However, something is preventing teachers from beginning the process of becoming PBL and 1:1 computing proficient. Therefore there is a need to document the process of becoming PBL and 1:1 computing proficient so that the mystery is unraveled and teachers know what to expect in regard to PBL and 1:1 computing.

III. Objectives Purpose of the StudyDesign a wiki/website that documents the process of becoming PBL and one to one computing proficient.Survey teachers to find what they are interested in and what their concerns or fears might be in regard to beginning the PBL and one to one computing journey.

IV. Research Method1.Approach – qualitative: follow the researcher’s process of becoming PBL and 1:1 computing proficient. Presented in the form of a wiki guidebook.2. Sampling strategy- quantitative: surveys using survey monkey or Google docs. Survey of 7 teachers ( the whole world language department.) To focus the study on relevant concerns or question in regard to PBL or 1:1 computing.3. Timeframe-1st half of the school year, 3 workshops with teachers; introduction to PBL, exploration and feedback of the website, a day exploring Web 2.0 websites to use with students.

Triangulation- Build off landmark studies- Use survey data to focus study,

Ethical Issues1. Privacy- of teachers.2. Confidentiality- of participant teachers within the department using survey monkey or Google docs

Limitations1. Time- study will not be longitudinal.2. Sample Size- only the world language department of7 people, however reflective of the whole school3. Self Reported Data

Field Project and Data

0

2

4

6

1

5

0 0 1

What is your current level of knowl-edge about Project Based Learning?

Current Level of Knowledge or PBL

# o

f T

ea

ch

ers

57%14%

14%

14%

How many hours of professional development have you had in PBL?

None

1-5 Hours

6-10 Hours

More than 10 Hours

0

1

2

3

4

5

6

23

1 1

What is your plan for implementing PBL this year or in the future?

How teachers plan to implement PBL

# o

f T

ea

ch

ers

Stage 1: Entry- Only if I have to will I use it and you are filled with fear and anxiety

Stage 2 : Adoption- you are ready to take control and try it out

Stage 3: Adaption- you have tried it in a few classroom assignments

Stage 4: Appropriation- You have created multiples files and programs. You are currently re-thinking curriculum and creating large projects that require technology.

0 1 2 3 4 5 6

2

3

1

1

Where do you feel you are in regard to integrating 1:1 computing or technology

into your classroom?

# of TeachersStages o

f Integra

ting Tec

hology

04

6 63

6 6 7 7 6

What would you find to be most helpful to you on a website designed to support your PBL and one-to- one computing journey?

What teachers would like to see included in the website…

# o

f T

ea

ch

ers

YesNo

0

2

4

6

After exploring a Web 2.0 web-site today, would you use the

one you explored in your classroom?

# of Teachers

This project provided a digital guide to help other teachers in the process of PBL and on- to-one computer integration. This project, especially the first survey, revealed that development may vary from teacher to teacher. Although a useful website or collection of the process of becoming PBL proficient was created, this was a starting point but not a solution for every problem that a teacher encounters when beginning the PBL and one-to-one computing journey. The researcher hypothesized that they would encounter teachers that were afraid of the change to PBL learning. This was true as the study revealed that some teachers were fearful and the workshops together did settle some of their fears. PBL proficiency may look different for everyone; specifically among different content areas.

As for world languages it became evident that becoming PBL and one-to-one computing proficient will take different amounts of time. First teachers need to explore PBL and technology together during collaboration time together. Second of all, teachers will brainstorm small projects on their own. Lastly, whole departments will work together collaboratively to create larger projecs. Overall the process of becoming PBL and one-to-one computing proficient will take time and will vary from teacher to teacher.

Conclusions

To check email

LCD Projector

Have a website that you use daily to communicate with

students and parents

Smartboard- Interactive Board

012345678

7777

62

13

72

73

All the ways that you are currently using technology

in your classroom?

# of Teachers

Way

s te

ach

ers

are

usi

ng

tech

nol

ogy